Strides in Development of Medical Education

Document Type : Original Article


1 PhD Medical Education, Associate Professor, Medical Education Group, Medical Education Faculty, Shahid Beheshti Medical University, Tehran, IR Iran

2 M.s Student of Medical Education, Medical Education Group, Medical Education faculty, Shahid Beheshti Medical University, Tehran, IR Iran

3 PhD Student of Health Service Management, Instructor, Nursing and Midwifery Faculty, Medical Science Branch of Tehran, Islamic Azad University, Tehran, IR Iran


Background and Objectives Teacher evaluation is among the most influential methods of quality assurance and is essential to continuous quality improvement in education systems. The current study aims to evaluate the views of faculty members and basic sciences medical students on the evaluation of teachers by students in the Islamic Azad University, Tehran Medical Sciences Branch, Tehran, Iran. Methods The current descriptive analytical study was conducted in the faculty of medical sciences during the winter of 2015. The census sampling method was used to select the participants and 335 students and 35 faculty members were enrolled accordingly, of which 300 students (89.5%) and 33 faculty members (94.2%) completed the study. The data collection instrument used was a 20-item questionnaire (created by the researcher) scored on a 5-option Likert scale. The formal validity, content validity, content validity ratio (CVR), content validity index (CVI), and the structural validity of the questionnaire were confirmed using exploratory factor analysis. Its validity was measured by the Cronbach’s alpha. Data were analyzed with SPSS using t test. Results It was found that the lecturer’s popularity, students’ grades, and the research evidence provided by the lecturer in the classroom were the most important factors, while gender and course type were the least important factors influencing students’ evaluation of lecturers in the current study. The mean scores of students and lecturers regarding their views on the teacher evaluation system were 79.14 ± 11.89 and 78.00 ± 8.15 respectively. According to the results of an independent t test, no significant difference was observed between the scores of lecturers and students regarding their views on the teacher evaluation system (P > 0.01). Conclusions The questionnaire created by the researcher showed good validity and reliability to evaluate the views of faculty members and students on the teacher evaluation system. The lecturer’s popularity, students’ grades, and the research evidence provided by the lecturer were considered as the most important factors, while gender and course type were the least important factors influencing the teachers’ evaluation, based on the comments of the faculty members and students.


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